https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
872
INTEGRATIVE APPROACH AS A KEY COMPONENT IN TEACHING FOREIGN
LANGUAGES
Eshmuradov Urol Khujanovich
Teacher of the Interfaculty Department
of German Language, Karshi State University
Abstract:
An integrated approach to the process of learning a foreign language is considered as a
set of circumstances and internal, leading to an improvement in the quality of education. The
integrated approach is studied as a complex pedagogical phenomenon. The main concepts,
principles and technological components of the integrated approach to organizing the learning
process are presented.
Key words:
foreign language, learning process, integrated approach, teacher, forming,
developing.
Introduction:
A particularly pressing issue today is the training of specialists in technical fields as the most
priority in the modern system of higher education. Constant work is being done to improve the
quality of the educational process, and subjects of the humanities cycle play a special role in this
work. A key place is occupied by a foreign language, necessary for the fruitful implementation
of engineering activities, accompanied by a huge amount of documentation in English.
Increasingly, a dilemma arises on how to build the learning process in a technical university to
ensure comprehensive assimilation and application of academic and professional material in the
practical activities of students. An assistant that allows for such training is an integrated
approach to learning. The main idea of this approach is the development of students' skills
to work autonomously, find, evaluate, analyze and classify the information received in their
native and foreign languages, using knowledge from different subject areas.
Literature review:
Integration in pedagogical activity is the process of combining diverse aspects of the educational
process into a holistic methodological system that includes science, culture, technology and
disciplines for a deeper understanding of the professional activity chosen by students. The key
goal of such integration is both to improve the quality of education and to develop complex
thinking, as well as to form in students not only specialized knowledge, but also a broad outlook,
the ability to solve complex problems [1].
Scientific works by such Russian authors as Yu. A. Lukin , O. V. Gribkova, R. A. Tomakova [5],
Yu. S. Shintyapina and G. Ya. Grevtseva emphasize and focus on the process of integration in
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
873
pedagogical activity. The integrative approach promotes the formation of optimal conditions for
both independent learning and the development of students' intellectual potential, opening the
way for their professional growth. Researcher V. F. Tenishcheva in her reasoning says that
integration increases the level of the educational process as a whole by moving the pedagogical
system towards its greater integrity [7, p. 87–90]. The author does not consider learning from the
point of view of each individual subject; learning should be built in the aggregate of all subjects,
which is why interdisciplinary connections are so important.
Discussions and results:
The integrative approach intensifies the learning process and also contributes to the formation of
a personality ready for effective intercultural communication. Thus, the integrative approach
provides an opportunity for the student's self-realization and self-identification. It transforms the
thinking of learners who are used to following one particular cognitive pattern. A particularly
important aspect of this approach is the activation of the moral sphere of consciousness. Through
the integration of knowledge, it becomes possible to develop new educational courses that meet
the needs of modern society. At the current stage of education, interdisciplinary connections are
gaining relevance — learning proceeds through the integration of knowledge from different
subjects. Foreign language lessons offer significant opportunities for building such
interdisciplinary connections. The integrative approach in education is based on the general,
objective unity of the world and a holistic view of the child’s education in the context of their life
activity, encompassing all modern educational approaches. This approach highlights the
insufficiency of one-sided connections that place one component of the system above others, and
instead reveals the diversity of such connections, allowing for a higher level of educational
wholeness.
The implementation of the integrative approach is tied to several conditions. A crucial condition
is identifying a foundation for integration. This foundation can be practically any school subject
(history, mathematics, computer science, local studies, ecology), or any element of the
educational system (a problem, an activity, a personality). All of them are inherently
interconnected, and if placed correctly within the system, the overall picture of the world can be
constructed based on any of them by establishing links with the others during instruction.
Another condition for implementing the integrative approach is the teacher’s readiness to work
in an integrated manner. Fragmentation by subject is a problem not only in schools but also in
professional education institutions. University students often study psychology, pedagogy, and
teaching methods but struggle to apply them in real school environments. Teaching practice is
often too short to develop the necessary skills, even under the guidance of experienced school
mentors and university instructors. It is essential that universities instill an integrative attitude
toward both "one’s own" and "other" subjects. Without such a mindset, changes in schools are
unlikely, as a teacher can only teach what they themselves know, and their training is often
narrowly subject-specific. A teacher can help students adapt to the world around them only if
they can rationally determine the place and role of their subject within the educational system
and possess a holistic understanding of child development. Otherwise, harmony between the
child’s internal world and external environment may be disrupted, leading to sharper conflicts
with the outside world. Therefore, integration of pedagogical knowledge itself is a necessary
condition for the harmonious development of the individual.
The implementation of the integrative approach also requires cooperation between teachers and
researchers. The fragmentation currently typical in schools does not prevent broadly thinking
teachers from developing general learning skills, designing integrated lessons and courses, and
thus raising the level of knowledge integration. However, teachers often lack a solid theoretical
foundation to analyze and generalize their experience. In this respect, education researchers must
https://ijmri.de/index.php/jmsi
volume 4, issue 4, 2025
874
assist by providing schools with integrative teaching materials, comprehensive educational
packages, and methodological recommendations for their use. There is a growing trend of
partnerships between schools, colleges, and universities to develop comprehensive pedagogical
concepts for school development and operation. This merging of theoretical thought and
educational practice enables schools to function effectively.
Another important condition for realizing the integrative approach is its gradual implementation
into school practice. The first step is to restore integration within existing subsystems, starting
with the lesson. In theory, the level of integration is higher than in practice. Before tackling the
broader problem at the level of "individual – education – society," we must align the goals,
content, forms, and methods of instruction; unify the efforts of all teachers and mentors; and
connect learning with the broader educational environment. One more requirement: the
integrative approach demands specific organizational forms, which do not always fit into the
traditional class-lesson system. These forms are based on cooperation, co-creation, and equal
dialogue among participants in the educational process. Such forms include project-based
learning, block-based instruction, cooperative learning, and subject immersion.
Conclusion:
Thus, integration is not limited to combining subject content, since learning is not merely the
transmission of information. Education as a purposeful and artificially organized process is only
one part of a students’s life. In our view, integration encompasses not only subject content and
not only all other components of the learning process — it also includes the entire educational
system and all dimensions of human life and activity.
Reference:
1. Gerhard Neuner und Hans Hunfeld Fremdsprachenmethoden Deutschunterricht. - Berlin,
Munich. Langenscheidt 1997.
2. Lukin Yu. A. O sushchnosti pedagogicheskoy integratsii // Perspektive nauki i obrazovaniya.
2019. No. 2(38). S. 68-83.
3. Gribkova O. V. Pedagogical integration kak dynamic factor rezultatnogo sovremennogo
obrazovaniya // Iskusstvo i obrazovanie: methodology, theory, practice. 2018. T. 1. S. 36-40.
4. Tomakova R. A., Tomakova I. A., Brezhneva A. N. Integrativnyi obrazovatelnyi protsess kak
factor povysheniya kachestva obrazovaniya v universitete // Izvestiya Yugo-Zapadnogo
gosudarstvennogo universiteta. Series: Linguistics and pedagogy. 2018. T. 8. No. 4. S. 142-155.
5. Shintyapina Yu. S. Process integration in the system of education // Izvestiya Saratovskogo
universiteta Novaya seria. Series Acmeologia obrazovania. Development of psychology. 2022. T.
11. Vyp. 3. S. 277-282. DOI: 10.18500/2304-9790-2022-11-3-277-282.
6. Grevtseva G. Ya., Tsielina M. V., Bolodurina M. I., Bpnnikov M. I. Integrativnyi podkhod v
uchebnom protesse vuza // Sovremennye problemy nauki i obrazovaniya. 2017. No. 5. St. 262.
7. Tenishcheva V. F. Integrative-contextual model of formation of professional competence:
diss. … Dr. Ped. science M., 2008. 87-90 p.
